CONFIDENTIAL

SULIT

FINAL EXAMINATION
PEPERIKSAAN AKHIR

SEPTEMBER SEMESTER 2015

SEMESTER SEPTEMBER 2015

COURSE CODE
KOD KURSUS

COURSE TITLE
NAMA KURSUS

EDUCATIONAL PSYCHOLOGY

2.00 pm 5.00 pm (Three hours)

19 September 2015

TIME
MASA

DATE
TARIKH

DMED1023

INSTRUCTIONS TO CANDIDATES
ARAHAN KEPADA CALON
1. Please read the instructions given below CAREFULLY.
Sila baca arahan dibawah ini dengan TELITI.
2. This question paper consists of the ENGLISH and Bahasa Malaysia version. Please answer in
either English or Bahasa Malaysia only.
Kertas soalan ini terdiri daripada satu versi bahasa, iaitu BAHASA INGGERIS dan BAHASA
MALAYSIA. Sila jawab menggunakan Bahasa Inggeris atau Bahasa Malaysia sahaja.
3. This question paper is printed on both sides of the papers. Please ensure that there are 5 PAGES
of questions in English and Bahasa Malaysia.
Kertas soalan ini dicetak di kedua-dua belah muka surat. Sila pastikan anda mendapat 5 MUKA
SURAT bagi versi Bahasa Inggeris dan Bahasa Malaysia.
4. This question paper is divided into 2 PARTS, A and B.
Kertas soalan ini dibahagikan kepada 2 BAHAGIAN, iaitu Bahagian A dan B.
5. Answer ALL questions in Part A and TWO (2) questions in Part B.
Sila jawab SEMUA soalan dalam Bahagian A dan DUA (2) soalan dalam Bahagian B.
6. Please write your answers in the Answer Booklet provided .
Sila tulis jawapan anda pada buku jawapan yang disediakan.

PART A / BAHAGIAN A
(40 MARKS)

INSTRUCTIONS/ARAHAN
Part A contains SIX questions. Answer ALL questions.
Bahagian A mengandungi ENAM soalan. Jawab SEMUA soalan.

QUESTION / SOALAN
1.

Marks / Markah

Students with knowledge and understanding of the concept of

psychology will enable them to have better insights in the study of
educational psychology.
Pelajar yang mempunyai pengetahuan dan pemahaman konsep psikologi
membolehkan mereka mempunyai kefahaman mendalam dalam
pengajian psikologi pendidikan.

(6)

Explain the concept of psychology and educational psychology.

Jelaskan konsep psikologi dan psikologi pendidikan.
2.

Students show obvious differences in level of interest in learning and

their interests vary.
Pelajar menunjukkan perbezaan yang ketara dari tahap minat belajar
dan minat mereka berubah-ubah.

(6)

Describe personal interest and situational interest.

Terangkan minat peribadi dan minat situasi.
3.

Learning is often considered as a process by which skills, knowledge

and attitudes are acquired, understood, applied and extended.
Pembelajaran sering dianggap sebagai proses di mana kemahiran,
pengetahuan dan sikap diperoleh, difahami, diaplikasi dan dilanjutkan.
Describe THREE (3) types of learning that can improve an individuals
performance
Terangkan TIGA (3) jenis pembelajaran yang boleh meningkatkan
prestasi individu.

(6)

4.

Piaget proposed that learning and cognitive development occur as a

result of two complementary process, that is, assimilation and
accommodation.
Piaget cadangkan pembelajaran dan perkembangan kognitif berlaku
hasil daripada dua proses yang berkaitan, iaitu asimilasi dan akomodasi.

(6)

Explain the processes of assimilation and accommodation in childrens

learning.
Jelaskan proses asimilasi dan akomodasi dalam pembelajaran kanakkanak.

5.

Psychology is a complex field which has many subdivisions and areas of

specialisation.
Psikologi merupakan bidang yang kompleks dan mempunyai banyak
cabang dan bidang pengkhususan.

(8)

Describe FOUR (4) branches of psychology.

Terangkan EMPAT (4) cabang psikologi.
6.

Constructivism focuses on students playing an active role in their

learning process where they construct knowledge based on their prior
knowledge and experience.
Konstruktivisme memfokuskan kepada pelajar memainkan peranan
aktif dalam proses pembelajaran di mana mereka membina pengetahuan
berdasarkan pengalaman dan pengetahuan sedia ada.
Describe Vygotskys Zone of Proximal Development and explain how
teachers play their role in scaffolding instruction.
Terangkan Zon Perkembangan Proximal Vygotsky dan jelaskan
bagaimana guru memainkan peranan dalam instruksi scaffolding.

(8)

PART B / BAHAGIAN B
(60 MARKS)

INSTRUCTIONS / ARAHAN
Part B contains FOUR questions. Answer THREE questions only.
Bahagian B mengandungi EMPAT soalan. Jawab TIGA soalan sahaja.

QUESTION / SOALAN
1.

Marks / Markah

The Information Processing Model proposed by Atkinson and Shriffin

(1968) argues that information is received, processed and stored in three
different stages: sensory memory, working memory and long-term
memory.
Model Pemprosesan Maklumat yang disyorkan oleh Atkinson dan
Shiffrin (1968) menyatakan bahawa maklumat diterima, diproses dan
disimpan dalam tiga peringkat yang berbeza: ingatan sensori, ingatan
jangka pendek dan ingatan jangka panjang.
(a) Explain the concept of sensory memory and long-term memory.
Terangkan konsep ingatan sensori dan ingatan jangka panjang

(10)

(b) Discuss how teachers can help learners to retrieve stored information
in long-term memory in the classroom learning.
Bincangkan bagaimana guru boleh membantu pelajar memperoleh
maklumat yang disimpan dalam ingatan jangka panjang.

(10)

(Total/Jumlah:20)

2.

Professional teachers carefully plan and teach the basic procedures for
learning in their classes, They need to understand the individual differences
among students in order to organise and deliver appropriate instructions to
cater to the needs of learners.
Guru yang profesional merancang dan mengajar prosedur asas untuk
pembelajaran dalam kelas. Mereka perlu memahami perbezaan individu
dalam kalangan pelajar untuk menyusun dan menyampaikan pengajaran
yang bersesuaian mengikut keperluan pelajar.
(a) Explain the FIVE (5) areas of professional knowledge that an expert
teacher must have and know (Shulman, 1987).
Terangkan LIMA (5) aspek pengetahuan profesional yang guru pakar
perlu ada dan tahu (Shulman, 1987)

(10)

(b) Define learning traits and describe THREE (3) kinds of learning traits
that explain individual differences among students.
Huraikan tret pembelajaran dan terangkan TIGA (3) jenis tret
pembelajaran yang menjelaskan perbezaan individu dalam kalangan
pelajar.

(10)

(Total/Jumlah:20)
3.

Critical and creative thinking skills have become an essential pre-requisite for
all students in order to remain competitive in a global environment.
Kemahiran berfikir secara kritis dan kreatif telah menjadi keperluan prasyarat bagi semua pelajar untuk bersaing dalam persekitaran global.

(a) Define the terms critical thinking and creative thinking.

Huraikan istilah pemikiran kritis dan pemikiran kreatif.

(10)

(b) Explain how Socratic questioning can help students to enhance their
critical thinking and state THREE (3) types of questions that enable
students to think in a disciplined manner.
Terangkan bagaimana penyoalan Socratic dapat membantu pelajar
meningkatkan pemikiran kritis dan nyatakan TIGA (3) jenis soalan
yang membolehkan pelajar untuk berfikir dengan teratur.

(10)

(Total/Jumlah:20)

4.

Research has shown that motivation plays an instrumental role in enhancing

students learning and performance.

Kajian telah menunjukkan bahawa motivasi memainkan peranan

penting dalam meningkatkan pembelajaran dan prestasi pelajar.
(a) Describe the types of motivation that a teacher can use in classroom
learning with appropriate examples.
Jelaskan jenis motivasi yang guru boleh gunakan dalam
pembelajaran di bilik darjah dengan contoh yang bersesuaian.
(b) Explain Skinners reinforcement theory that can be used in
motivating students in the learning process with appropriate
examples.
Terangkan teori peneguhan Skinner yang boleh digunakan untuk
memotivasikan pelajar dalam proses pembelajaran dengan contoh
yang bersesuaian.

(10)

(10)

(Total/Jumlah:20)

END OF QUESTION PAPER